Stratford School Academy Schemes of Work

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Ronald Bishop
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Number of weeks Content of the unit Assumed prior learning (tested at the beginning of the unit) 24 weeks 15 weeks Externally set assignment Students will interpret and explore how ideas and meanings

1 Number of weeks Content of the unit Assumed prior learning (tested at the beginning of the unit) 24 weeks 15 weeks Externally set assignment Students will interpret and explore how ideas and meanings are conveyed by artists, via different methodologies with a greater emphasis on acrylic and watercolour painting, tonal drawing, and refined fine art techniques. Students will refine their photography and utilise various apps to modify and their artwork. Students will explore the expressive work of various artists including Shepard Fairey, Leon Kossoff, Jenny Saville and Julian Opie. Students will reproduce the work of others using various media, now showing a greater understanding of the processes used and use this to inspire their own works. Student s technical skills will be stronger and they will have honed their drawing and observational skills from KS4 Organic Architecture. They will have already created sculptures in a variety of media. They will have explored various approaches to media, including digital art, photography and paper cutting. They will have looked at how to present their findings in KS4 portfolios. Students will be used to evaluating their own and others work orally; written evaluations will be more refined and personal to their work and work of others. Assessment points and tasks Written feedback points Learning Outcomes (tested at the end and related to subject competences) Week 1 16 Students present their findings on various artists and create works inspired by artists and ideas. Students contextualise the work of others. Lessons 7, 14, 21, KNOWLEDGE & COMPREHENSION ANALYSIS APPLICATION CREATION & EVALUATION Week Students ideas for portraiture Week Students work on creating final piece Week New topic. Students present their findings on various artists and create works inspired by artists and ideas. Students contextualise the work of others. Students prep for 10 hour exam I can a complicated mind map using word association to stretch my ideas of the processes and produce I can summarise my findings and plan ment I can use key words and the correct terminology when writing about my ideas and research I can ask intuitive questions and research to find the answers I can make relevant and useful observations in my own words I can use my pencil with control and expression The strength of my line is suitable for the work that I am creating I understand how to use composition to create different emotions or tension I have used ideas offered by other artists alongside my own appropriately and creatively I can control tone effectively in all media I can use a variety of different mark making techniques to show texture I can mix colour effectively with all media My control of tone allows me to make objects/subjects appear 3D variety of materials and processes to Page 1 of 5

2 select the best media for my work I can use a range of colour to create reality and atmosphere in my work and processes to exhibit a range I can critically evaluate mistakes within my work and that of others and plan how to refine and improve I can refine and improve my work through evaluation I can plan, create a small version or maquette and annotate to illustrate my intentions My final piece is a direct result of the ment of my research and ideas I can see the value in my mistakes and allow them to make me a more successful artist I can create my final piece imaginatively and creatively as a direct result of my preparatory work, experimentation and I can evaluate my work drawing together all of the influences and explain my ment and decisions Page 2 of 5

3 Lesson Clear learning intentions Clear success criteria Hook Presentation of content Guided practice Independent practice Closure 1 How do we use portraiture in modern society as a form of expression? Can I demonstrate an understanding of the grid method and show sensitive shading techniques? 2&3 Students to create a more abstract portrait looking at the contours/layers of tone in their face. Can I colour mix accurately and apply acrylic paints with care and control. I can a complicated mind map using word association to stretch my ideas. I can use my pencil with control and expression The strength of my line is suitable for the work that I am creating I can control tone effectively in all media My control of tone allows me to make objects/subjects appear 3D Mind map exploring new topic on Expression and portraiture. Handout on desks for student to start filling in. Creating a tonal scale mixing acrylic from white to black. Teacher to lead discussion on mind map with students offering suggestions on Expression and Portraiture. Teacher modelling and explanation of main task. Using the grid method (folding image into quarters) to map out the proportion. Teacher to demonstrate a range of techniques when shading, using tortillion or tissues to blend. Using rubbers to emphasise highlights. Teacher modelling and explanation of main task. Graphite the back of portrait and trace out main details. How to use acrylic paints effectively consistency of paint,. wipe excess off brush etc. Complete self portrait /peer. Self- using success criteria. 4 Students will explore and discuss the work of artist Julian Opie. They will imitate his style through creating a selfportrait using acrylic on acetate. Can I demonstrate an understanding of the artist Julian Opie work through imitating his style? Paint is applied thickly not too much water. Bright, flat colours. Appropriate reduction and simplification of detail. Presentation is neat and professional. the board. Students to write 5 keywords down. Teacher to lead discussion on artist Julian Opie and his work. Teacher modelling and explanation of task. Students to place acetate over their portrait and use a permanent black marker to outline the face simplifying the features in the style of Julian Opie. Students to use ICT to create another portrait in the style of Julian Opie. Gallery walk/peer 5 Students will explore and discuss the work of artist Gary Hume. (Compare and contrast to the work of Julian Opie. They will imitate his style through creating a self-portrait a range of techniques eg: masking fluid and paint, paper collage, digital manipulation. board what are the similarities and differences? (Gary Hume and Julian Opie) Teacher to lead discussion on artist Gary Hume and his work. Teacher modelling and explanation of tasks. Students to plan what techniques they will try out in the lesson to demonstrate an understanding of the artist s style. 6 Students will explore and discuss the work of artist Vince Low. They will imitate his style and create a self-portrait. Can I experiment with line to create expressive portraits? You tube clip looking at artist Vince Low and how he creates his work. How do these portraits create expression? Teacher to lead discussion on artist Vince Low and his work. Teacher modelling and explanation of tasks. Students to create a self-portrait using scribbling to create expression. Students to use a biro to create their work. Create another drawing (portrait) in the style of Vince Low. Gallery walk/peer 7 Students to experiment with a range of media such as wire, string and tippex to explore line portraiture. Can I use line to create an abstract and simplified portrait? I have used ideas offered by other artists alongside my own appropriately and creatively Students will look at examples of Alex Calder and Disclosure what materials could I use to create a portrait in this style? Teacher modelling and explanation of tasks. Students to plan what techniques they will try out in the lesson to demonstrate an understanding of the learning question. Page 3 of 5

4 8 Students to their painting skills recapping on colour mixing and trying out impasto painting. Can I demonstrate effective colour mixing and how to apply paint in an impasto style. Students exploring work of Leon Kossoff and Lucian Freud. 9 Jenny Saville the board. Students to write 5 keywords down. PowerPoint, photocopies of a Lucian Freud painting, teacher exemplar Teacher to lead discussion on artist Lucian Freud and Leon Kossoff and their work emphasising the thickly applied paint (impasto). Teacher modelling and explanation of tasks. Students to paint directly onto a photocopy of a Lucian Freud painting showing a clear understanding of colour mixing and impasto. Research another artist who creates impasto portraits. Do you think this style of painting? Why? Why not? Do you like painting in this style? Do you find it easier or harder? What effect does this style of painting give your work? 10 All students will begin to write down and share ideas for their final piece. They will have 6 weeks to explore//experiment/refine/record and produce. What techniques and/or artists have inspired me the most and WHY. 11 Building on independent research carried out for HW students will begin to explore/ /experiment/ refine and record their ideas. What is AO1 and how can I ensure I get 12 Students continue to explore/ What is AO2 and how can I ensure I get 13 Students continue to explore/ independently What is AO3 and how can I ensure I get 14 Students continue to explore/ I can a complicated mind map using word association to stretch my ideas Students to watch a PowerPoint on loop showing examples of previous student s final pieces and ment. Students to selfassess their HW. How many marks for AO1? How many different experiments have you carried out so far? Acrylic? Pen? Wire? Impasto? Students to selfassess their HW. How many marks for AO3? Checking and sharing of HW PowerPoint, hand out with suggestions/guidance Students to create a new mind map titled IDEAS. Students will share ideas in small teams and as a group. Students will write down the initial steps of their journey linking back to something already produced and ending with the final piece. Students will add imagery to their mind map using the hand out. Teacher to lead discussion on AO1 (ing ideas) use students HW as a tool to emphasise the importance and relevance of HW. Students to work individually on their own ideas ing Teacher to lead discussion on AO2 (experimenting) use students HW as a tool to emphasise the importance and relevance of HW. Students to work individually on their own ideas ing Teacher to lead discussion on AO3 (recording) use students HW as a tool to emphasise the importance and relevance of HW. Students to work individually on their own ideas ing Students to work individually on their own ideas ing 1 page of independent research finding artists/processes that you would like to explore further. Ensure all ment is presented (recorded) and annotated. Sharing of ideas generated in lesson. Page 4 of 5

5 15 Students continue to explore/ What is AO4 and how can I ensure I get 16 Students continue to explore/ What is AO4 and how can I ensure I get 17 Students to discuss and share ideas and to plan thoroughly their final piece. What will I create for my final piece? What size? What media? Etc I can plan, create a small version or maquette and annotate to illustrate my intentions Checking and sharing of HW Students to watch a PowerPoint on loop showing examples of previous student s final pieces and ment. Students to select their most successful experiment and say why. Teacher to lead discussion on AO4 (final piece). Students to work individually on their own ideas ing towards their final piece. Teacher to help facilitate students ideas, to advise and feedback and to suggest new techniques or artists that may be suitable. Teacher to lead discussion on AO4 (final piece). Students to work individually on their own ideas ing towards their final piece. Teacher to help facilitate students ideas, to advise and feedback and to suggest new techniques or artists that may be suitable. Students will plan in detail their final piece stating the size/media/subject etc. Students will create sketches/studies exploring the composition etc. Teacher to help facilitate students ideas, to advise and feedback and to suggest new techniques Ensure all ment is presented (recorded) and annotated. Think about final piece in more depth have a few ideas to run with next lesson? Are there any more experiments you NEED to do before beginning your final piece? Students summarise their final piece on exit pass. 5 words. 18/19/20 Students will create their final piece. I can create my final piece imaginatively and creatively as a direct result of my preparatory work, experimentation and 21/22/23 Students will create and complete their final piece. 24 Final piece Assessment and evaluation. Students will use matrix to self and peer assess their project. Students to write an evaluation of their project and final piece. I can create my final piece imaginatively and creatively as a direct result of my preparatory work, experimentation and I can evaluate my work drawing together all of the influences and explain my ment and decisions Students to prepare and set up their work stations. Students to prepare and set up their work stations. Recap on objectives. Match up the AOs to their description and to an example Assessment matrix. Evaluation writing frame. Teacher to help facilitate students ideas, to advise and feedback on their progress. Teacher to help facilitate students ideas, to advise and feedback on their progress. Teacher to model how a project is marked and moderated. Students to work in small groups to mark and moderate their work. Students will evaluate their project. Attend art club to catch up/complete/refine Attend art club to catch up/complete/refine n/a Students to present their evaluation and to feedback to each other. Page 5 of 5

Stratford School Academy Schemes of Work

Stratford School Academy Schemes of Work Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) 15 weeks 14 Sessions could be single to 3 lessons Students will explore various methods of